Selection Criteria and Indicators
Competency/Criteria
Indicators
Teaching Ability: Demonstrates an appropriate
knowledge of content and pedagogy
o Addresses the multiple and varied needs of students in the
classroom
o Makes content meaningful to students in the district
o Sets concrete, ambitious goals for student achievement
o Indicates confidence that all students should be held to high
standards
o Reflects on successes and failures
o Maintains high expectations for students when confronted
with setbacks; continues to focus on students’ academic
success
o Assumes accountability for classroom management and
culture
o Conveys reasonable understanding of potential challenges
involved in teaching in a high-need school
o Demonstrates ability to deal effectively with negative student
behavior
o Persists in offering viable and realistic strategies to deal with
classroom management challenges
o Conveys willingness to try multiple strategies or something
new when things change or when confronted with challenges
 Provides reasonable examples of effective lesson-planning,
instructional strategies, and/or student assessment
 Instruction is focused on student achievement
 Conveys ideas and information clearly
Classroom Management: Demonstrates ability to deal
effectively with negative student behavior
 Remains productive and focused when confronted with
challenges
 Displays willingness to adapt classroom management style to
meet the particular needs of the school or culture
School Fit: Demonstrates skills and development needs
that are a good fit with the school
 Demonstrates interests and skills that match the school’s culture
and needs
Critical Thinking: Analyzes situations thoroughly and
generates effective strategies
 Identifies key issues
 Generates effective/creative strategies or responses to situations
 Develops logical responses to address challenges
Achievement: Demonstrates success in achieving
student learning and other goals
 Focuses on concrete, measurable results
 Teaching success related to specific, measurable student
achievement
 Demonstrates initiative and general willingness to take on
challenges as well as a history of overcoming them
 Sets and meets ambitious goals
o Interacts with interviewer in an appropriate and professional
manner
o Respects the opinion of others
o Recognizes that families influence student achievement
o Interacts appropriately with supervisors, colleagues, parents
and students
o Understands and responds directly to questions
o Organizes responses in a coherent manner
o Supports response or points with specific and relevant
examples/evidence
o Stays on point
o Analyzes situations thoroughly and generates multiple
effective strategies
o Has realistic picture of potential challenges
o Describes, in detail, a significant, quantifiable goal
demonstrating excellence
o Earns formal recognition or awards for achievement
o Demonstrates pattern of going above and beyond normal
expectations
o Possesses accomplishments with students and/or in other
endeavors
o Sets ambitious and concrete goals for teaching performance
and/or student success
o Describes specific examples of taking on challenges or
initiatives
o Discusses using benchmarks and/or concrete goal setting as a
general habit
Selection Criteria and Indicators
Personal Responsibility: Assumes accountability for
reaching outcomes despite obstacles
Commitment: Committed to raising academic
 Focuses on own capacity to impact situations rather than on
achievement in urban/high needs schools
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external barriers
Desires to work in a community with high needs schools
Understands challenges within larger context
Believes that students of all backgrounds can and must learn at
Takes
initiative to solve own problems
high levels
o
o
o
o
o
o
o
o
o
o
Professional Interaction: Respectful of students and
others in all situations
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Aware of how one's own background & assumptions can
influence one’s perspective & interactions with others
Strives to understand the opinions and experiences of others
Demonstrates the ability to effectively & appropriately interact
with students and others in the school community
o
o
o
o
o
o
o
o
o
o
o
Constant Learning: Draws lessons from previous
experiences ad applied them to future endeavors
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Reflects regularly on performance to identify areas for
improvement
Seeks and welcomes feedback from others
Accesses resources to support self-development
Draws lessons from previous experience and applies them to
future endeavors
Communication Skills: Demonstrates effective written
and oral skills
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Displays mastery of written grammar, usage and organization
Speaks clearly and precisely
Fluent verbal and written command of the English language
Holds self accountable for student learning
Assumes responsibility for classroom environment and
Desires
culture to teach specifically in urban/high needs schools
Conveys
reasonable
understanding of potential challenges
Takes ownership
of failures
involved
in
teaching
in high-need
schools
Identifies lessons from
past failures
Conveys
thatof
allmaintaining
students have
the on
ability
at
Provides belief
examples
focus
the to
biglearn
picture
high
levels
and addressing obstacles in past professional or personal
experiences
Speaks specifically about setbacks in past experiences and/or
scenario questions and is able to maintain appropriate focus
and optimism
Persists in offering viable/realistic strategies to address
scenarios
Provides examples of being self-reliant
Handles difficult situations appropriately
Can articulate how his/her own background and
understanding of a situation plays a role in situations they
describe
Shows ability to consider others’ perspectives in scenarios
and past experiences
Demonstrates self-confidence and presence
Shows evidence of being able to contribute to a school’s
effectiveness by working collaboratively with others
Exhibits professional conduct and tone throughout interview
Effectively navigates scenarios or experiences with
challenging interpersonal situations, with appropriate norms
of interactions
Understands appropriate role as a teacher
Speaks of students, teachers and community with respect
Demonstrates willingness to learn from & understand
perspectives of others
Incorporates a variety of resources to achieve results
Generates strategies that involve a range of resources
Seeks out and welcomes feedback from others
Describes examples of professional development and other
learning in order to become a more effective teacher
o Reflects on previous professional experience and how they
relate to teaching
o Conveys willingness to learn from other perspectives
o
o
o
o
o
o
o
o
Communicates clear, logical and organized thoughts
Uses correct syntax, spelling and grammar
Speaks audibly and articulately
Displays command of English language
Selection Criteria and Indicators

Holds all students to high standards
o Articulates high expectations for potential and performance
of future students (in theory and through scenario examples)
o Holds him/herself accountable for the success and growth
of students
o Maintains high expectations and continues to focus on the
students’ academic success when confronted with setbacks in
scenario questions
o Demonstrates persistence